(10 min.) Modeling: Talk Aloud as you draw in front of students—one idea per page. Talk through your thinking as you organize how you’ll structure stories (page 114).
Ask students to do what you’ve just modeled.
Have students pair and share their storyboards.
Read __ model place narrative.
Annotate and talk aloud as you read, noting how writer starts, the separate stories he/she tells, the So What? (theme) he/she shares.
Ask students to notice how the author strings together the three stories. What transitional device is he or she using. Revisit the previous two place narratives you’ve analyzed, and ask students to notice how the writers string together the three stories.
Tell students to be thinking about how they might connect their stories.
Independent Writing Time—quick writes, storyboard, brainstorming ways to connect stories, brainstorming the So What? (theme) of narrative. Students will be at different places in the process.
Teacher circulates, conferring, tracking on clipboard where each student is in process. Be sure you are keeping track of every student’s progress, that you are checking for understanding and giving feedback as needed.
Tell students: “Writers write without pens and paper: They write in their minds. Let a little of that work happen tonight so you can make use of it [next class” (Kittle 124).
Narrative Mini-Lesson:
Teacher circulates, conferring, tracking on clipboard where each student is in process. Be sure you are keeping track of every student’s progress, that you are checking for understanding and giving feedback as needed.
Tell students: “Writers write without pens and paper: They write in their minds. Let a little of that work happen tonight so you can make use of it [next class” (Kittle 124).